Sufficient training time led to better vocabulary acquisition results in DDL programs for secondary students¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In one of few DDL studies with secondary students, allowing sufficient training time led to better results in vocabulary acquisition programs. → Rasikawati 2019
Evidence¶
Rasikawati 2019¶
Ira Rasikawati (2019). Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire. International Dialogues on Education, 6(2), 83-98. https://eric.ed.gov/?id=EJ1245249
q2 · i? · review · r2
The review reports the Karras (2016) study of corpus-based DDL among secondary international school students in Vietnam, attributing the training-time finding to it. No effect size is printed.
"Karras (2016), one of a few studies investigating the use of corpus-based DDL among secondary students, found that allowing sufficient training time led to better results in the vocabulary acquisition programs targeting students in this education level."
Discussion¶
Related Claims¶
- DDL favors higher-level learners and poses challenges of query analysis, intensive training, and corpus access — a broader claim this one bears on
- DDL effects are consistent under specific conditions: limited native-speaker instructors, higher-level learners, both computer- and paper-based concordancing, and vocabulary/lexicogrammar uses — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-03 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.